Active Learning:

Motivating Students to Learn

Dr. Theresa R. Moore

May 22-23, 2006

I hear, and I forget; I see, and I remember; I

do

, and I understand.

- Confucious May 22-23, 2006

Outline of Plenary

1. Review goals of Title 3; 2. Course design; 3. What is active learning & why do it?

4. Learning theorists & learning styles; 5. Active learning and technology (Isaac).

May 22-23, 2006

Outcomes of the workshop

Faculty will… Know basic concepts related to a cognitive approach to learning styles; Understand basic premises of active learning; Engage in active learning with their peers; Work individually and with their programs on purposeful alignment of outcomes, assessment methods, and instructional activities; Have a “toolkit” of active learning approaches to apply to courses.

May 22-23, 2006

Section I: Goals of the Title III Project

Goal 1: increase the use of outcomes based assessment in courses and programs to measure and improve student learning; Goal 2: increase the use of

active learning strategies

and technologies to effect learner-centered instruction.

May 22-23, 2006

Section II: Course design

2. Learning goals

May 22-23, 2006

Active Learning 4. Teaching & Learning Activities 3. Feedback & Assessment 1. Situational factors

Student learning outcome:

Students will critically analyze the current educational policies in the United States.

Primary instructional method:

lecture

Assessment method:

exams with critical thinking items embedded Learning Outcome(s)

May 22-23, 2006

Teaching & Learning Activities Feedback & Assessment

Section III: What is active learning & why do it?

Strategies that increase student engagement with material and are aligned with student learning outcomes Theory that derives from two basic assumptions: (1) that learning is by nature an active endeavor and (2) that different people learn in different ways (Meyers and Jones, 1993).

May 22-23, 2006

What is active learning?

[it is] when students are engaged in more activities than just listening. They are involved in dialog, debate, writing, and problem solving, as well as higher-order thinking.

(Bonwell, C., and Eison, J., 1991) May 22-23, 2006

Types of activities

May 22-23, 2006 • Small group work • Presentations and debates • Journaling • Role playing • Learning Games • Field Experiences • Case Studies • Class Discussions • Simulations….more!

(Mc Keachie, 1994 and Silberman, 1996)

Active learning types

“simple tasks” ad hoc exercises; little or no advanced planning; e.g.

“think-pair-share” “minute paper” “concept mapping ” “complex tasks” longer duration, carefully planned and structured Collaborative learning carefully structured, group formation and student roles important Cooperative learning a form of collaborative learning that has 5 specific criteria to maximize learning

May 22-23, 2006

Cooperative learning: 5 key components

1.

2.

3. 4.

5.

Positive interdependence

(each individual depends on and is accountable to the others);

Individual accountability

(each person in the group learns the material);

Promotive interaction

(group members help one another, share information, clarify);

Social skills

(emphasis on interpersonal skills);

Group processing

(assessing how effectively they are working with one another).

May 22-23, 2006

Why do active learning?

May 22-23, 2006 Sousa, D.A. (2000)

Why do Active Learning?

www.foundationcoalition.org

May 22-23, 2006

Research summary

Longitudinal studies show that cohorts of students instructed using active learning techniques

outperformed a comparison group on multiple measures: retention, graduation and pursuit of graduate study

(Felder, R., Felder, G, and Dietz, E, 1998) May 22-23, 2006

Research summary

“Scientists and engineers work mostly in groups and less often as isolated investigators. Similarly, students should gain experience sharing responsibility for learning with each other.”

Meta-analysis of research studies:

greater academic achievement, more favorable attitudes toward learning and, increased persistence

and programs.

in SMET courses www.wcer.wisc.edu/nise/cl1/CL/resource/R2.htm

May 22-23, 2006

Why do active learning?

Retention levels are enhanced when active learning methods are used (McKeachie, 1999; Silberman, 1996)    Active learning produces: higher achievement, more positive relationships among students, healthier psychological adjustment. (Johnson, D. W., R. T. Johnson, and K. Smith , 1991) May 22-23, 2006

Section IV: Learning theorists & learning styles

Behaviorism (B.F. Skinner) – learning built on conditioning Constructivism (J. Dewey, J. Piaget, L. Vygotsky, others) – learning built on prior knowledge May 22-23, 2006

John Dewey (1916): 1) individual experience & 2) collaboration w/others are important for learning “School is primarily a social institution. Education is a social process….therefore [it]

is

a process of living, not preparation

for

living.” May 22-23, 2006

Active learning from the Constructivist School

Jean Piaget: we come to know the world by building new experiences on old experiences Lev Vygotsky: students learn better by engaging with “more capable others” May 22-23, 2006

Constructivist principles

Knowledge is constructed from experience; Learning results from personal interpretation of knowledge; Learning is an active process; Learning is a collaborative process.

May 22-23, 2006

Benjamin Bloom

Viewed education as goal attainment, not competition; Acknowledged individual differences and environment as crucial; Studied high achieving adults - found they excelled because of MENTORSHIP.

May 22-23, 2006

Three Domains of Learning (Bloom,1956)

• • • Cognitive: mental skills Affective: growth regarding feelings, emotions Psychomotor: manual, physicality, environment May 22-23, 2006

Bloom’s Taxonomy of Learning “Higher Order Thinking Skills”

Synthesis Comprehension Application Analysis Knowledge Evaluation

May 22-23, 2006

Alone or with a neighbor: 1) define each skill & 2) align in a hierarchy.

Bloom’s Taxonomy of Learning

Evaluation: compare and discriminate between ideas.

Question Cues:

assess, decide, grade, test, measure, recommend, convince, select, judge Synthesis: use old ideas to create new ones.

Question Cues:

combine, integrate, modify, substitute, plan, create, design, invent Analysis: identification of components.

Question Cues:

analyze, separate, order, explain, connect, classify, arrange, divide, compare, select Application: use of concepts/methods in new situations.

Question cues

: apply, demonstrate, illustrate, examine, solve Comprehension: understanding of meaning.

Question cues

: summarize, describe, interpret, predict Knowledge: recall May 22-23, 2006 of information.

Question cues

: define, identify, list, match

Learning styles

Visual, Auditory, Kinesthetic (VAK) Kolb’s learning style inventory (LSI) Meyers Briggs (MBTI) May 22-23, 2006

VAK learning styles

Visual learners have two subchannels  

visual-linguistic visual-spatial

Auditory learners Kinesthetic learners have two subchannels  

kinesthetic (movement) tactile (touch)

May 22-23, 2006

Section V: Active Learning & Technology

May 22-23, 2006

Bibliography

Bloom, B.S. (Ed.) (1956).

Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain

. New York ; Toronto: Longmans, Green. Bonwell, C. and Eison, J. (1991). “Active learning: Creating excitement in the classroom.”ASHE-ERIC Higher Education Report No. 1. Bonwell C. and Sutherland, T. (eds.). (1996).

Using Active Learning in College Classes: A Range of Options for Faculty

. Jossey-Bass Publishers.

Dewey, J. (1938).

Experience and Education.

New York: Collier Books. Felder, R.M., Felder, G.N., Dietz, E.J. (1998). “A Longitudinal Study of Engineering Student Performance and Retention V. Comparisons with Traditionally Taught Students.” Engineering Education

, 98

(4), 469-480.

Fink, L. D. (2003).

Creating significant learning experiences: An integrated approach to designing college courses

. Jossey-Bass: San Francisco.

Huba, M. E. and Freed, J. E. (2000).

Learner-centered assessment on college campuses: Shifting the focus from teaching to learning

. Allyn and Bacon.

Johnson, D.W., Johnson, R.T., and Smith, K. (1991).

Active learning: Cooperation in the college classroom,

Edina, MN: Interaction Book Company.

Kolb, D. A. (1984).

Experiential learning: Experience as the source of learning and development.

Prentice Hall. May 22-23, 2006

Bibliography

Mc Keachie, W. J. (1994).

Teaching Tips: Strategies, research, and theory for College Teachers

. 9th edition. Lexington, Maryland: D.C. Heath.

Meyers, C. and Jones, T.B. (1993).

Promoting active learning: Strategies for the college classroom.

Francisco: Jossey-Bass, 1993. San Paiget, J. (1970).

The Science of Education and the Psychology of the Child

. NY: Grossman. Silberman, M. (1996).

Active learning: 101 Strategies to teach any subject

. Allyn & Bacon.

Sousa, D. A. (2000).

How the brain learns: A classroom teacher's guide

. Thousand Oaks, CA: Corwin Press. Stice, J. E. (1987). “Using Kolb’s Learning Cycle to Improve Student Learning.” Engineering Education, 77(5), 291-296.

Vygotsky, L.S. (1971). Press.

Mind in society: The development of higher psychological processes

.. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Cambridge: MA: Harvard University May 22-23, 2006